EQAVET: EUROPEAN QUALITY ASSURANCE IN VOCATIONAL EDUCATION AND TRAINING

Introduction

EQAVET - EUROPEAN QUALITY ASSURANCE IN VOCATIONAL EDUCATION AND TRAINING

The European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET), established by a 2009 European Parliament and Council Recommendation, supports quality assurance in VET across Europe.

EQAVET offers a flexible framework grounded in a continuous quality assurance and improvement cycle—comprising planning, implementation, evaluation/assessment, and review/revision. It includes a range of descriptors and indicators applicable at both the VET system and provider levels.

Rather than prescribing a specific quality assurance system, EQAVET serves as a "toolbox" of principles, descriptors, and indicators that can be adapted to meet diverse needs. It supports the 2020 Recommendation on vocational education and training, promoting sustainable competitiveness, social fairness, and resilience while aiming to improve the quality of both initial and continuing VET.

EQAVET is built around a quality assurance and improvement cycle—planning, implementation, evaluation/assessment, and review/revision.

This cycle is adaptable to a wide range of VET contexts, including initial and continuing education, non-formal and informal learning, apprenticeships, and work-based learning.

EQAVET cycle can also support various quality assurance processes such as curriculum development and provider accreditation.

Whether the goal is to improve vocational qualification design, expand online learning opportunities, or enhance accreditation systems, EQAVET offers a structured yet flexible framework for ongoing quality enhancement.

The EQAVET framework supports quality assurance across:

Various learning environments, including school-based education, work-based learning, apprenticeships, and formal, informal, and non-formal settings
All learning modalities, such as digital, face-to-face, and blended approaches
Both public and private vocational education and training (VET) providers
VET qualifications and awards at all levels of the European Qualifications Framework (EQF)

EQAVET Framework

CONTINUOUS QUALITY IMPROVEMENT BASED ON A QUALITY ASSURANCE CYCLE

Continuous Quality improvement Guided by the Quality Assurance Cycle

EQAVET is founded on the principle of continuous improvement, structured around the four key phases of the quality cycle:

Planning
Implementation
Evaluation
Review

These phases form the foundation of quality assurance at both the vocational education and training (VET) system and provider levels. The EQAVET reference framework includes a set of indicators and indicative descriptors designed to support the assessment and ongoing enhancement of national and regional VET systems. This highlights the importance of robust quality assurance mechanisms for VET providers.

Setting up clear, appropriate and measurable goals and objectives in terms of policies, procedures, task and human resources – including other specific requirement for the smooth operation of the offer, e.g., budget		Establishing procedures to ensure the achievement of goals and objectives, e.g. development of partnerships, involvement of stakeholders, allocation of resources, and organizational or operational procedures
Developing procedures in order to achieve the targeted outcomes and/or new objectives – after the processing of feedback, key STKHs involved conduct discussion and analysis in order to devise procedures for change		Designing mechanism for the evaluation of achievements and outcomes by collecting and processing data in order to make informed assessment

REFERENCE INDICATORS AND INDICATIVE DESCRIPTORS

Ten key reference indicators are used to assess essential dimensions of quality in vocational education and training (VET):

Relevance of quality assurance systems for VET providers
Investment in training of teachers and trainers
Participation rate in VET programmes
Completion rate in VET programmes
Placement rate of graduates from VET programmes
Utilisation of acquired skills at the workplace
Unemployment rate in the country
Prevalence of vulnerable groups
Mechanisms to identify training needs in the labour market
Schemes used to promote better access to VET and provide guidance to (potential) VET learners

EQAVET Indicative Descriptors and the Quality Assurance Process

The EQAVET indicative descriptors help illuminate the quality assurance process by providing a framework for users to reflect on their own goals and priorities.
Each phase of the quality cycle—planning, implementation, evaluation, and review—is supported by specific descriptors.
Regardless of the starting point in the quality assurance process, applying all four phases is essential for delivering high-quality VET.
This comprehensive and systematic approach promotes continuous improvement and ensures that VET provision remains responsive to the changing needs of both the labour market and learners.

SYSTEM AND PROVIDER LEVEL IMPLEMENTATION

Implementation at System and Provider Levels

The EQAVET Framework has played a key role in shaping quality assurance practices both at the national or regional policy level and within individual VET institutions or networks of providers, across both the public and private sectors.

System-Level Application

At the system level, national and regional policymakers, along with other VET stakeholders, can utilize the EQAVET indicative descriptors to evaluate the focus of their quality assurance systems, monitor progress over time, and assess overall effectiveness.
This supports a thorough analysis of their quality assurance strategies.
For example, during the review phase of the quality cycle, stakeholders might consider contrasting perspectives linked to specific descriptors—such as whether review procedures are clearly understood and agreed upon by all parties, or if confusion exists.
This reflective process helps identify opportunities for improvement and development at the system level.

INDICATORS FOR EACH PHASE OF THE QUALITY CYCLE: SYSTEM LEVEL

1. Planning	2. Implementation	3. Evaluation	4. Review
Goals/objectives of VET are described for the medium and long terms, and linked to European and Sustainable Development Goals taking into account environmental sustainability considerations; Social partners and all other relevant stakeholders participate in setting VET goals and objectives at the different levels; Targets are established and monitored through specific indicators (success criteria); Mechanisms and procedures have been established to identify the training needs of the labour market and society; An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/ regional data protection requirements;	Implementation plans are established in cooperation with social partners, VET providers and other relevant stakeholders at the different levels; Implementation plans include consideration of the resources required, the capacity of the users and the tools and guidelines needed for support; Guidelines and standards have been devised for implementation at different levels. These guidelines and standards include assessment, validation and certification of qualifications;	A methodology for evaluation has been devised, covering internal and external evaluation; Stakeholder involvement in the monitoring and evaluation process is agreed and clearly described; The national/regional standards and processes for improving and assuring quality are relevant and proportionate to the needs of the sector; Systems are subject to self-evaluation, internal and external review, as appropriate;	Procedures, mechanisms and instruments for undertaking reviews are defined and used to improve the quality of provision at all levels; Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly;
Standards and guidelines for recognition, validation and certification of competences of individuals have been defined; VET qualifications are described using learning outcomes; Mechanisms are established for the quality assurance of the design, assessment and review of qualifications; VET programmes are designed to allow flexible learning pathways and to respond quickly to changing labour market needs.	Implementation plans include specific support towards the training of teachers and trainers, including for digital skills and environmental sustainability; VET providers’ responsibilities in the implementation process are explicitly described and made transparent; A national and/or regional quality assurance framework has been devised and includes guidelines and quality standards at VET provider level to promote continuous improvement and self-regulation.	Early warning systems are implemented; Performance indicators are applied; Relevant, regular and coherent data collection takes place, in order to measure success and identify areas for improvement. Appropriate data collection methodologies have been devised, e.g., questionnaires and indicators/metrics.	Information on the outcomes of evaluation is made publicly available.

SYSTEM AND PROVIDER LEVEL IMPLEMENTATION

VET Provider-Level Application

The application of the EQAVET Framework by VET providers differs across national and regional contexts, influenced by factors such as institutional autonomy, flexibility, available support, and funding.
Reflecting this diversity, providers can use contrasting statements linked to the indicative descriptors to evaluate and enhance their quality assurance practices.
These comparisons help pinpoint areas for improvement.
For example, during the implementation phase of the quality cycle, providers might assess whether their resources are effectively aligned with their implementation plans or identify discrepancies between allocated resources and set targets.

INDICATORS FOR EACH PHASE OF THE QUALITY CYCLE: VET PROVIDER LEVEL

1. Planning	2. Implementation	3. Evaluation	4. Review
European, national and regional VET policy goals/objectives are reflected in the local targets set by the VET providers; Explicit goals/objectives and targets are set and monitored, and programmes are designed to meet them; Ongoing consultation with social partners and all other relevant stakeholders takes place to identify specific local/ individual needs; Responsibilities in quality management and development have been explicitly allocated;	Resources are appropriately internally aligned/assigned with a view to achieving the targets set in the implementation plans; Relevant and inclusive partnerships, including those between teachers and trainers, are explicitly supported to implement the actions planned; The strategic plan for staff competence development specifies the need for training for teachers and trainers; Staff undertake regular training and develop cooperation with relevant external stakeholders to support capacity building and quality improvement, and to enhance performance;	Self-assessment/self-evaluation is periodically carried out under national and regional regulations/frameworks or at the initiative of VET providers, covering also the digital readiness and environmental sustainability of VET institutions; Evaluation and review covers processes and results/outcomes of education and training including the assessment of learner satisfaction as well as staff performance and satisfaction;	Learners’ feedback is gathered on their individual learning experience and on the learning and teaching environment. Together with teachers’, trainers' and all other relevant stakeholders’ feedback this is used to inform further actions; Information on the outcomes of the review is widely and publicly available;
There is an early involvement of staff in planning, including with regard to quality development; Providers plan cooperative initiatives with relevant stakeholders; The relevant stakeholders participate in the process of analysing local needs; VET providers have an explicit and transparent quality assurance system in place; Measures are designed to ensure compliance with data protection Rules.	Resources are appropriately internally aligned/assigned with a view to achieving the targets set in the implementation plans; Relevant and inclusive partnerships, including those between teachers and trainers, are explicitly supported to implement the actions planned; The strategic plan for staff competence development specifies the need for training for teachers and trainers; Staff undertake regular training and develop cooperation with relevant external stakeholders to support capacity building and quality improvement, and to enhance performance.	Evaluation and review includes the collection and use of data, and adequate and effective mechanisms to involve internal and external stakeholders; Early warning systems are implemented.	Procedures on feedback and review are part of a strategic learning process in the organisation, support the development of high quality provision, and improve opportunities for learners; Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place.

FLEXIBILITY IN THE MEMBER STATES’ QUALITY ASSURANCE JOURNEY

Flexibility in Member States’ Quality Assurance Approaches

EQAVET is founded on the principle of flexibility, acknowledging that quality assurance in VET must be adaptable to different national and regional contexts—there is no one-size-fits-all solution.
It provides a flexible framework based on shared principles, indicative descriptors, and reference indicators.
Think of it as a customizable toolbox that enables users to assess and improve the quality of VET systems and providers in a way that aligns with their specific needs and circumstances.
Member States have embraced this adaptability, using the EQAVET cycle, indicators, and descriptors to create a variety of quality assurance models tailored to their unique contexts.

APPLICABLE ACROSS VET DOMAINS

Adaptable Across VET Contexts

The EQAVET Framework is highly adaptable, designed to accommodate the diverse realities of vocational education and training.
It supports a wide range of learning settings, including school-based, work-based, formal, informal, and non-formal environments.
Whether the learning takes place digitally, in person, or through blended methods, EQAVET remains relevant.
Its flexibility makes it suitable for both public and private VET providers, promoting the continuous improvement of quality assurance practices across all areas of VET.

EQAVET Governance

GOVERNANCE

Governance of the EQAVET Network

The EQAVET Network is led by the European Commission’s Directorate-General for Employment, Social Affairs and Inclusion (DG EMPL) and is supported by the EQAVET Secretariat.
The Network follows a 'bottom-up' approach, promoting active participation and ownership of activities and decisions by its members.
This includes the involvement of EQAVET National Reference Points (NRPs) and national representatives from ministries and other relevant authorities.

EQAVET Steering committee

A Steering Committee—comprising elected members of the EQAVET Network and key European stakeholders—collaborates closely with the European Commission and the EQAVET Secretariat to:

Provide guidance on ongoing activities
Share insights on policy needs and align policy developments with national contexts
Ensure effective coordination, strategic planning, and alignment with related policy areas and initiatives

This governance model fosters a collaborative environment and encourages mutual learning, laying a solid foundation for the EQAVET Network’s continued progress.

EQAVET Network

The EQAVET Network strengthens knowledge and capacity by facilitating in-depth exchange and mutual learning on key thematic priorities.

These activities are implemented within the framework of a structured work programme.

They include:

Peer Learning Activities, which enable EQAVET National Reference Points (NRPs) to share, compare, and analyse different approaches to specific topics
Peer Reviews, designed to assist the Network in assessing the quality assurance mechanisms within national VET systems and determining next steps within the EQAVET framework.

NATIONAL IMPLEMENTATION

Since its launch in 2009, Member States have applied the EQAVET cycle, along with its indicators and indicative descriptors, to enhance a wide variety of quality assurance processes at national, regional, and local levels—each adapted to their unique contexts and requirements.

National Quality Assurance Reference Points (NRPs) act as central hubs, coordinating efforts and engaging key stakeholders across both national and regional levels.

National Quality Assurance Reference Points (NRPs) main objectives:

Implementing and advancing the EQAVET Framework to ensure its effectiveness and relevance.
Mobilising a broad spectrum of stakeholders, including Centres of Vocational Excellence, to actively contribute to EQAVET’s implementation.
Supporting self-evaluation practices as a means to measure success and pinpoint areas for enhancement, such as assessing the digital readiness of VET systems and institutions.
Actively participating in the European EQAVET Network to exchange best practice and foster collaboration.
Providing up-to-date descriptions of national quality assurance arrangements and their alignment with EQAVET principles.
Engaging in EU-level peer reviews to promote transparency and consistency in quality assurance practices, thereby strengthening mutual trust among Member States.

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EQAVET: EUROPEAN QUALITY ASSURANCE IN VOCATIONAL EDUCATION AND TRAINING

Introduction

EQAVET Framework

EQAVET Governance

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EQAVET: EUROPEAN QUALITY ASSURANCE IN VOCATIONAL EDUCATION AND TRAINING

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Introduction

EQAVET Framework

EQAVET Governance

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